Dual Language Learners
Watch this short video to learn more about this class.
The number of dual language learners in early care and education programs and public schools in the United States has risen over the past 20 years, with some states experiencing over a 200% rate of growth. Currently nearly one out of three children enrolled in preschool programs come from homes in which a language other than English is spoken. Regardless of whether a child began learning multiple languages at birth or was first exposed to English upon entry to an early care and education program, the same strategies can be used to help her become proficient in her home languages and in English. This course covers separating myths from facts, creating a supportive environment, supporting English language and literacy acquisition, supporting the home language, and assessment. It also provides opportunities for learners to “put it all together” at the end of the course via video vignettes. This is a 3-hour course worth 0.3 CEUs.
This course can be utilized to meet the training requirements to earn or renew your Child Development Associate (CDA) credential. Course content is aligned with the CDA Subject Area 8: Understanding Principles of Child Development and Learning.
- Supportive Environment
- English Literacy Acquisition
- Foreign Languages
- Home Language
- Cognithive Development
- Social-Emotional Development
- Additive Model
- Visual Cues
- Literacy Skills
Approved for 0.3 Continuing Education Units (CEUs) in all 50 states.
This course is approved for CEUs in every state. It iss also approved for state training hours in Alabama, Alaska, Arizona, California, Colorado, Delaware, District of Columbia, Florida, Georgia, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, and Virginia.
"I first want to begin by making sure I know who all my dual language learners, and what languages are their home language so I can be inclusive. After that, I want to transform the classroom into a place that has many translations for the items in our classroom and paraphernalia that is pertinent to all the students in the classroom — a place they can seem themselves reflected in."
-Tara R., NM, 2021